Should college students have complete freedom to choose their own courses and create their own curriculum Essay Example

Should college students have complete freedom to choose their own courses and create their own curriculum? Essay The degree and scope of academic freedom has been a perennial topic of debate. But generally, it is the governing authorities who have their way, with students having to toe the line. In an ideal world, though, students will play a significant role in determining the courses and subjects to be included in their curriculums. While students in primary and secondary stages of education need to have a standard basic curriculum, those reaching college level should be given more autonomy. This relaxation is recommended keeping in mind that college students are entering adulthood and have a right to choose the type of individuals they want to become. (Robertson Smith, 1999, p.69) As the system functions today, college students are forced to conform to an educational model that was not designed in their interests. In other words, the existing educational system serves to indoctrinate young minds into obedient servants of the established social order. At the top of the social pyramid are the business and political elites, whose interests are reflected in the design of curricula. Hence, though it might lead to radical social upheavals, allowing greater freedom of choice within college campuses is the right way to go. Let us look at the rationale offered by those against freedom of choice in curricula and identify flaws in their arguments. A prominent advocate for less academic freedom was the sociologist Mortimer Adler, who stated that, left to their own choices, some students â€Å"will ‘downgrade’ their own education; therefore, adults should control these crucial choices so that such downgrading does not occur.† (Noddings, 2006, p.285) This fear is overstated, for college authorities can devise ways of ensuring that certain basic standards are met. Moreover, by what criteria are courses judged good and bad? In other words, the notion of ‘downgrading’ is very subjective. As John Dewey noted in his lectures, We will write a custom essay sample on Should college students have complete freedom to choose their own courses and create their own curriculum? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Should college students have complete freedom to choose their own courses and create their own curriculum? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Should college students have complete freedom to choose their own courses and create their own curriculum? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer â€Å"a course in cooking, well planned and well executed, can induce critical thinking, increase cultural literacy, and provide valuable skills – it can be a â€Å"good† course. In contrast, a course in algebra may discourage critical thinking, add nothing to cultural literacy, and lead students to despair of acquiring useful skills – it can be a â€Å"bad† course.† (Noddings, 2006, p.285) Considering that John Dewey was the most influential educationist of last century, his views have to be heeded to. The essence of Dewey’s argument is that by there is more merit than what is apparent in courses such as cooking than what the academic establishment will admit. Moreover, if students are allowed to create courses that would satisfy their natural inclinations, they are bound to participate in the learning process more willingly and thoroughly, enhancing the final outcome. To alleviate the concerns of those who fear lack of norms and standards in giving complete freedom, we need to qualify the sort of freedom offered them. While the coercive authoritarian nature of standardized curriculum is one extreme, a permissive, hands-off freedom given to students will be the opposite extreme. By applying moderation, a system that is realistic and yet demanding could be designed. Teacher counseling and guidance that approximates parental interest in students is worth pursuing. One should also remember that students can never be given equal opportunity by force. Such a tendency is against democratic principles. Instead, what we need to do, is to â€Å"live with our children, assess their gifts and interests both realistically and generously, talk with them, listen to them, and help them to make well-informed decisions.† (Robertson Smith, 1999, p.68) College courses need not be looked at as merely facilitators of vocational and economic opportunities. Other key criteria in evaluating the worth of college courses are their ability to stimulate and challenge the intellect, their capacity to evolve students into wholesome persons, etc. In other words, the key question to be asked is whether the course will lead students to grow into socially, morally, and intellectually responsible adults. Moreover, we should never prematurely conclude that â€Å"conventional academic subjects are superior to others. We should investigate. We should ask teachers to justify what they do in light of the criteria we establish, and we should continually ask penetrating questions about the criteria themselves.† (Noddings, 2006, p.285) Falling back on the Deweyite philosophy, education is much more than a means to an end – it is an end in itself. Hence, the marketability of skills in the job market, the pecuniary benefits of a particular ski ll, etc should not be the key criteria determining course content. In this scenario, it is likely to be the case that students, when given complete freedom, will dismantle the prevailing set of narrow criteria. They are likely to follow their interests and passions without considerations of the job market, or monetary rewards, which will lead to decentralization of the national economy. Hence the effects of student freedom touch the realms of economy, society, culture and beyond. The dangers of a rigid top-down approach to curricula are highlighted by events in American legislature. For example, â€Å"bills challenging the premise that faculty and colleges should determine curriculum and select teachers have been introduced in fifteen states and the U.S. Congress, but none has advanced to become law†. (Bradley, 2005, p.9) This is good news, because the proposed bills, which spring from the unofficial document circulated by David Horowitz titled Academic Bill of Rights, is based on a neoconservative social agenda. According to the proposal, the government will play an overarching role in curricula and pedagogy and in faculty recruitment and promotion in both public and private institutions of higher education. In a testimony submitted to the California legislature, an opponent of the bill pointed out that when enacted, the law will â€Å"damage higher education by inviting nonprofessional criteria for evaluation, by encouraging the false idea that the content of teaching and research can be helpfully classified in popular political categories, and by inviting costly litigation.† (Bradley, 2005, p.9) Hence, the flaws inherent in the Academic Bill of Rights (a euphemistic term) suggest that freedom should thrive at the level of colleges if not at the level of students. In other words, if giving students the freedom to frame their curriculum is too utopian an idea, then at least autonomy at the college administration level is a basic requirement. Only then will the academia see diversity of thought and dynamism in scholarship. Such an environment is conducive for positive social action, which is essential for the proper functioning of democracy. If complete freedom for students sounds unrealistic, then educationists will at least have to agree to a more flexible approach to curricula. Periodic review of curricula based on student feedback and broad-based survey of society and economy is a feasible option. Indeed, curriculum revision can be a positive experience that benefits all stakeholders. These include students, teachers, support staff, etc. References Bradley, G. (2005, July/August). Bills Challenge Faculty Control over Curriculum. Academe, 91(4), 9+. LaCursia, N. (2010). Implementing a Four-Phase Curriculum Review Model: With This Model You Can Review and Modify a Curriculum in Any Discipline, at Any Level, from Elementary School to College. JOPERD–The Journal of Physical Education, Recreation Dance, 81(9), 39+. Noddings, N. (2006). Rethinking the Benefits of the College-Bound Curriculum. Phi Delta Kappan, 78(4), 285+. Robertson, A., Smith, B. (Eds.). (1999). Teaching in the 21st Century: Adapting Writing Pedagogies to the College Curriculum. New York: Falmer Press.

Free Essays on WAr In The Air

THE WAR IN THE AIR For a saving grace, we didn't see our deceased, Who rarely bothered coming home to die But simply stayed away Somewhere out there, in the clean war Seldom the ghosts come back bearing their tales Of hitting the lithosphere, the incompressible sea, But stayed up there in the passing winds, Shades fading in the mind, The dead who had no graves but only epitaphs Where never so many spoke for never so few At home widows wait and wait Crying for their man That was the good war, the war we won As if there was no death, for goodness’ sake. With the help of our â€Å"protests† towards war They died†¦. In the air, in the empty air.... Free Essays on WAr In The Air Free Essays on WAr In The Air THE WAR IN THE AIR For a saving grace, we didn't see our deceased, Who rarely bothered coming home to die But simply stayed away Somewhere out there, in the clean war Seldom the ghosts come back bearing their tales Of hitting the lithosphere, the incompressible sea, But stayed up there in the passing winds, Shades fading in the mind, The dead who had no graves but only epitaphs Where never so many spoke for never so few At home widows wait and wait Crying for their man That was the good war, the war we won As if there was no death, for goodness’ sake. With the help of our â€Å"protests† towards war They died†¦. In the air, in the empty air....

DISCUSS THE NURSING ASSESSMENT AND MANAGEMENT OF A PATIENT WITH Essay

DISCUSS THE NURSING ASSESSMENT AND MANAGEMENT OF A PATIENT WITH HYPOGLYCAEMIA EMERGENCY - Essay Example nerves, and blood vessels. Pancreas: The pancreas is a gland that lies behind the stomach; it is a compound gland with both exocrine and endocrine components. The endocrine component is secreted in the islets of Langerhans, and this comprises of two hormones, glucagon and insulin. Within the islets, there are beta cells that secrete insulin (A Dictionary of Nursing, 2003).Pathophysiology of Diabetes: Diabetes results from deficient insulin secretion, decreased insulin action, or both. Many causative pathologic processes may be involved ranging from autoimmune destruction of beta cells of the pancreas to incompletely understood processes that result in insulin resistance. In both the mechanisms, there is strong evidence of a genetic counterpart. Whatever may be the mechanism of injury, deficiency of insulin leads to production of large volume of urine and excessive thirst. The excess sugar in the blood draws water, and the excess sugar starts appearing in urine, thereby leading to a loss of sugar in the urine. This results in weight loss, and the patient not only becomes thirsty, but also hungry. (A Dictionary of Nursing, 2003). Types of Diabetes Mellitus: Depending on the pathologic mechanism causing diabetes, diabetes has been classified into two types. One, where there is absolute deficiency of insulin due to destruction of islet cells, so the patients are entirely dependent on insulin for counteracting this deficiency state. This usually starts in childhood or adolescence, and this is termed as IDDM or insulin-dependant diabetes mellitus or type 1 diabetes mellitus. The other, where there is insulin resistance and... "hypoglycaemia n."Concise Medical Dictionary. Oxford University Press, 2002. Oxford Reference Online. Oxford University Press.British Council Delhi.2 May 2007http://www.oxfordreference.com/views/ENTRY.htmlsubview=Main&entry=t60.e4784 "insulin n."Concise Medical Dictionary. Oxford University Press, 2002. Oxford Reference Online. Oxford University Press.British Council Delhi.2 May 2007http://www.oxfordreference.com/views/ENTRY.htmlsubview=Main&entry=t60.e5064 "pancreas n."A Dictionary of Nursing. Oxford University Press, 2003. Oxford Reference Online. Oxford University Press.British Council Delhi.2 May 2007http://www.oxfordreference.com/views/ENTRY.htmlsubview=Main&entry=t62.e6551

Illicit Trafficking of All Types Research Paper

Illicit Trafficking of All Types - Research Paper Example The activities along these ports have attracted human traffickers, drug barons and even terrorists. Many South American illegal goods find their way in Africa through the ports in the Indian Ocean. This may be attributed to corruption and poor custom laws and regulations (Ploch, 2010). With the effects of the trafficking activities affecting many international countries the sensitivity of the matter has increased. In this paper I will focus on Kenya activities along the Kenyan coast. The paper will focus on human, drugs and weapon trafficking in Kenya. Additionally, it will focus on the effects of these activities in the country and the international community. The paper will have an insight on how the trafficking activities affect the United States. Kenya’s port city of Mombasa is one of the largest cities along the coast of the horn of Africa. Neighboring countries like Uganda and Rwanda use the port for export purposes since they are landlocked. This has made the port becom e the largest port in East Africa. This has attracted interests from many illegal stakeholders. First on focus is the issue of weapon trafficking. According to Shelly (2010) about 5,000 illegal firearms enter the country on an annual basis. These weapons find their way into the hands of interested people in the country. They are later sold at cheaper prices to pastoralist communities and other illegal gangs. In other instances, the firearms end up in other neighboring countries. Apart from the trafficking of firearms, explosive devices in Kenya are also on the increase. During this year, the country has had about seven explosive attacks in major cities. The explosives used in the scenes are said to have originated from a foreign country. Most firearms in Kenya are usually from the neighboring Somalia or destined to Somalia. Somalia is an unstable country, hence, traffickers find it an easier route to smuggle weapons to Kenya. Weapon trafficking in Kenya also involves top government officials. These powerful individuals are usually the masterminds of trafficking activities in the country. This hinders any investigative procedures from taking place. Weapon trafficking in Kenya has greatly affected the United States. In the year 1998 the US embassy was a main target in a terrorist attack in Nairobi. The terrorist attack was the worst attack experienced in the country. The Al- Qaeda group claimed responsibility for the attack and said it was aimed at destroying the US embassy. This was evidence that weapon trafficking in the country is a more complicated and strategized crime (Clinton, 2010). The United States government had to highly compensate the victims of the attack. Drug trafficking in Kenya has also been an emerging issue as far legality is concerned. Through its coastal town Mombasa, drugs enter the country from South American countries. Large consignments of drugs find their way to Kenya through various entry points. Entry points include border with neigh boring countries, through airports and majorly through the port of Mombasa. In the coastal city, many youths are now in rehabilitation centers after being exposed to drugs at a very young age. Many youths turn into small scale peddlers. They sell the drugs to school students and other young people. This has destroyed the young generation in Kenyan coastal region. Just like the weapon trafficking menace, powerful personalities are greatly involved in the smuggling of drugs into the country (Ploch, 2010). From the coastal

WASSENAAR ARRANGEMENT ON EXPORT CONTROLS FOR CONVENTIONAL ARMS AND Essay

WASSENAAR ARRANGEMENT ON EXPORT CONTROLS FOR CONVENTIONAL ARMS AND DUAL-USE GOODS AND TECHNOLOGIES - Essay Example This regime must define the tools under control through identifying software characteristics that are malicious and placing them to export controls (Granick & Fidler 2014, p.1). It has 41 states, and each state implements its arrangement separately. Legally it is not binding and is not a treaty. Some sellers would be required to obtain licenses if implemented in United States. It will bring controls on IP network surveillance systems and intrusion. Software intrusion includes a wide range of used and legitimately traded network security tools. What the provision of IP network surveillance means to vendors over information exercise control inflow and outflow in this network system (Granick & Fidler 2014, p.2). The limitation of the languages is that it is designed to avoid security features on a device. Software exports also have debate issues on how to regulate computers vulnerabilities in the market and encryption export controls. Application of software intrusion is on military weapons and knowledge exchange. Weaknesses of Wassenaar arrangement is that some defectors are allowed to access opportunities due to lack of implementation and the black market an d software are easily transferable (Granick & Fidler 2014, p.3). In conclusion, the aim of Wassenaar is to report members exporting information and destabilizing accumulations of technologies and dual-use items. There is the need for clarity of this changes and objections as countries start implementing them. Clarity will enhance sustainability of these

Baz Luhrmanns Romeo And Juliet Review Film Studies Essay

Baz Luhrmanns Romeo And Juliet Review Film Studies Essay Baz Luhrmann brings a unique visual style to William Shakespeares renaissance tragedy Romeo and Juliet. Set in a modern Verona Beach, Luhrmann sets the assertive and trendy tone of his adaptation within a decaying Miami City. Within minutes, the opening TV prologue hurls us into the white-hot intensity of the two warring families, bombarding the audience with chaotic action scenes and passion. Constructing an edgy and dynamic environment, his brash interpretation uses rapid cuts and erratic zooming techniques to create a comic strip style sequence against the multicultural backdrop of the graffiti scattered streets of Verona. Though effective, the restlessness of the camera becomes confusing, slicing the action into short, sharp images that can mystify rather than illuminate. Such fervent action so soon into the film is dizzying and unexpected. Luhrmann attracts the audience with his lively cinema style, speeding up the action to hype up the confrontation and the rivalry of the two f amilies alongside an intense soundtrack of contemporary and popular music. As a contemporary film director, Luhrmann clearly values the younger audience who would usually only come into contact with Shakespeare in a school environment. This could explain the roaring energy of car engines and elaborate guns instead of horses and swords originally used in earlier productions. Encompassing the elegance of Shakespeares text, Luhrmann introduces the star crossed lovers in a tender exchange of affectionate eye contact across the shimmering light of an aquarium. The pair follow each other across the length of the glass in an enduring and delicately youthful and romantic moment, capturing the innocence of the fated pair. Luhrmann creates a sensual and glamorously romantic atmosphere whenever the lovers meet alone. The balcony and swimming pool scene in particular surrounds the pair in a glimmering sheen of water and light. Luhrmanns use of atmospheric lighting leaves the audience to swoon, drinking in the glow of the dreamy eyed couple as they exchange their most iconic and enduring dialogue. Though their love is prohibited by tradition, ego and prejudice in the society of Verona, Luhrmann exposes Shkespeares drama to a contemporary world without limits, modernising the play with radical scenes of drug use, drag queens and public brawls. A couple so concerned w ith the traditional morals of their families in a world of law breaking and promiscuity comes as a stark contrast which at times, is unconvincing. As the audience enjoy the rowdy and loose morality at the Capulet Ball, it is initially somewhat difficult to believe that two young people in love would not act upon their passionate attraction. However, the undeniable beauty of the couples love is infectious. As they lie in the church lit by thousands of candles, the beauty of Shakespeares romantic tale is undeniable in the soft, atmospheric style with which Luhrmann combines light and opulent religious design to glamorize the tragic scene in which the love affair comes to an end. The language used in this film is lifted from the pages of Shakespeares text; which is surprising and pleasing as the dialogue fits seamlessly into the style of the film. Luhrmann has stripped the dialogue right down the necessities in order to sell to a commercial younger audience who may not understand the complexities of the original dialogue. The bare bones of the text are delivered confidently, notably by Friar Lawrence. Actor Pete Postlethwaites portrayal of the Friar as a new age herbalist gives the audience a glimpse of Shakespearean imagery and rhythm as he optimistically agrees to marry the pair in a bid to turn the households rancour to pure love. Similarly, Harold Perrineaus portrayal of Mercutio adds an exotic and audacious tempo to the film. Perrineau portrays him as entrancing and compelling, emphasising Shakespeares skilfully witty character, which becomes most poignant during his speech before they are due at the house of Capulet. The volatile style in which he prese nts this famous speech builds from a jovial and bawdy exchange with Romeo at the steps of a run-down theatre, to an explosive and passionate conclusion. Delivered naturally, Luhrmann heightens suspense by climaxing the speech with a furiously bright light and sound of a single firework. The audience are brought to a peak of tension and anticipation, unsure where this volatile character will take them next. As well as presenting an aggressively modern adaptation with the setting and language of the play, Luhrmanns interpretation of Shakespeares tragedy is styled inventively by costume designer Kym Barrett. The clothing is eclectic and riotously colourful, complimenting the up-beat and psychedelic style of the film. Reflecting the disposition of the characters, Kym Barrett dresses the characters as a portrayal of their position in the society within the plot. The contrasting morality within the generations and conflicting traditions between the families is illustrated by the way they dress. The Capulet boys for instance, are dressed in smart and formal suits throughout the film, proudly reflecting their traditional Latino heritage which Luhrmann portrays. Creating a contrast, the Montague boys are dressed in very casual beach shirts and board shorts, illustrating the less mature and jovial features of their characters. In a comparison to the younger members of the cast, the parental and authoritative figures are dressed in expensive and regal clothing, suggesting the traditional values of their society. Both women at the head of each household are seen to be dressed in the luxurious clothing typical of wives of influential men. As their wealth is illustrated in the elegance and glamour of their dress, the authority that their husbands hold within the city is also established. It is interesting to note that Luhrmann includes a modern style drag queen in this adaptation, dressed in a provocative and bold sequined outfit. Though not unknown in the other Shakespearean plays, cross dressing, most involve women dressing as men. Mercutios flamboyant style of dress at the Capulets ball is an expression of sexuality ineffectual to the plot, not a central theme to the resolution of the plot as in many of Shakespeares plays. Luhrmann heightens the aesthetic sexuality in his film adaptation to attract a younger and more contemporary audience. The romantic characters of the fil m remain innocent. Dressed to reflect her youth, Clare Danes instils the naivety and youthfulness of Juliet in a modest white dress and plain style of hair and make-up. Similarly, Romeo reflects her adolescence and compliments her dress, choosing a simple black suit and tie. Before they fall in love, the audience can pick up on their compatibility by the harmonizing styles of the lovers. The costumes and setting of the film generate an up-beat and boldly elaborate overall vision. The audience are bombarded by an audacious and lively interpretation complimented by an energetic soundtrack and attractive cast. Though incredibly pleasing on the eye, Luhrmanns concentration on the aesthetics of the film does sacrifice the story and dialogue for style. However, this interpretation of Shakespeares classic does bring renaissance drama into the 21st century. Luhrmann tells the story in an edgy and fast paced film which smashes the Shakespeares stereotype of stodgy, uninteresting plays that are difficult to understand. As a director, Baz Luhrmann revisits the play with great attention, choosing to only leave out scenes that are really futile to the plot. This may be due to the audience his film is designed for, catering for the commercial audience who require more of the action and romance than the subtleties of Shakespeares dialogue. His style of directing is sometimes intrusive, zooming in and speeding up the action in a way which draws the audience in, almost too close to the drama. His wild style of filming places the audience into the action immediately, which at times, particularly the opening scene, is obtrusive and gaudy. This adaptation of Romeo and Juliet is significant in that only one other film edition is recognised with the same commercial acknowledgement. Franco Zeffirellis 1968 adaptation is a traditional take on the play, set in the 15th century Renaissance period and filmed entirely in Italy. With only one other well-known film version of the play, Luhrmanns film has become an important alternative to the conventional style of renaissance drama. Largely shot in Mexico City, there is a strong unapologetic ambience, giving the film more of an attitude than the traditional setting of Verona. Luhrmanns definitive rendition of the play is outrageously narcissistic and easy on the eye, opening the world of Shakespeare to a wider audience in a contemporary and brash interpretation that leaves the commercial audience wanting more of Shakespeares compelling drama.

Shakespeare As You Like It: Effective Use Of Sound In Jaques Speech :: essays research papers fc

Shakespeare' As You Like It: Effective Use of Sound In Jaques' Speech As infamous as Shakespeare is, and as well known as his works are, some prose are just simply more extraordinary than the rest. There are many ways to look at Jaques speech, such as use of language or imagery yet, something we often do not reflect on is the sound of the prose. When reading this particular speech, the subject is directly related to the sounds Shakespeare has chosen. We are guided gracefully through the stages of life in twenty-seven lines. As it is read aloud, the reader hears the actual sounds that each stage exhibits, and finds themselves part of the speech, experiencing it, as opposed to merely reading it. The introduction is like a drum-roll before the show starts. The intonation at which the reader proceeds begins with a high sound due to† ...(a)ll...† 1 being the first word. The ‘aw' sound is repeated at the beginning and three times during the next sentence, â€Å"And all the men and women merely players;† (2.7.140). The next sentence is lower in pitch, using a lower ‘ e' sound â€Å"..exit and their entrances,† (2.7.141). Reappearing in the final two sentences, before the actual ages begin, is the ‘aw' sound. The fluctuation like that of a ring master, is striving to gain attention before the show starts. The first three stages can be considered the childhood progressing into adulthood stages. â€Å"Mewling and puking...† (2.7.144), are two words, which when said, they are slurred and unclear, much like that of the speech of an infant. The ‘ew' in mewling and the ‘you' sound in puking are common noises from young children. Next we reach the schoolboy stage. Young men are often reluctant to attend school, and their protests take the form of â€Å"...whining...† (2.7.145). When the word whining is pronounced, it sounds like a whine. The word starts with a dragged out ‘why' sound, making the reader again feel like they are making the sounds which are pertinent to that age. Words associated with lovers are soft and flowing, much like those used by Shakespeare in the prose of this age. â€Å"Sighing like furnace, with woeful ballad† (2.7.148), depict more emotion than seen within the prior two stages. When sighing is pronounced, it takes the form of an actual sigh, causing the reader to actually act out the verb instead of simply speaking it. The three initial stages are complete, leaving the reader dangling on the edge of adulthood. Soldiers are usually equated with fast wit and decisiveness. The use of short words and short sounds emphasize these next five lines of prose in

Mass Surveillance Essay

The affair began on June 17, 1972, when the local police arrested five men for breaking and entering into the Democratic National Committee headquarters at the Watergate complex. The police found on the burglars a slush fund used by the committee for the re-election of the President Richard Nixon and listening devices. They look secrets agents more than burglars. As Washington is a federal district, the affair was charged to the F. B. I. Within hours after that, the F. B. I discovered a name of a C. I. A officer in the address book of one of the burglars. The officer was a member of a secret operative team charged by the President to protect confidential documents inside the white house. Although the burglary seemed to be an operation led by former employees of the White House in order to spy on Democratic Party elections plans, the FBI investigation was not going away. The case was covered by the head of F. B. I Patrick Gray. Who was shortly before appointed by the President in place of J. Edgar Hoover (dead in May, 1972). The President had chosen his friend instead of William Mark Felt, the Bureau’s Associate Director, the second-ranking post in the F. B. I after Hoover. At first, the case made a very little noise and seemed to be covered up. Nixon reelected for another four years in November 1972. He defeated McGovern, the democratic leader, with over 60 percent of the popular vote. Until end of 1972, when the two Washington Post journalists: Bob Woodward and Carl Bernstein revealed the affair in public. They had been informed by an F. B. I whistleblower (he revealed himself in 2005 and he was William Mark Felt, the number two in the F. B. I at that moment). The affair was covered by many other media like Time Magazine, and The New York Times and they accused the President and his administration. Who also accused the media of making wild accusations, putting too much emphasis on this story. Months later, the affair had a dramatic consequents and political repercussions, an investigation conducted by the Senate with democratic majority. It was revealed that President Nixon had a tape-recording system in his office and he had recorded many conversations. Recordings from these tapes implicated the president revealing that he had known about the affair and had attempted to cover up. After a protracted round of bitter court battles, the U. S. Supreme Court unanimously ruled that the president had to hand over the tapes to government investigators, he ultimately handed over. Facing near-certain impeachment in the House of Representatives and a strong possibility of a conviction in the Senate, Nixon resigned the presidency on August 9, 1974. His successor, Gerald Ford, issued a pardon to him. The Watergate scandal resulted in 69 government officials being charged and 48 being found guilty like vice president, F. B. I head, C. I. A officers, and all members of president’s administration.

About the Womens Trade Union League (WTUL)

About the Womens Trade Union League (WTUL) The Womens Trade Union League (WTUL), nearly forgotten in much of the mainstream, feminist, and labor history written in the mid-20th century, was a key institution in reforming womens working conditions in the early 20th century. The WTUL not only played a pivotal role in organizing the garment workers and textile workers, but in fighting for protective labor legislation for women and better factory working conditions for all. The WTUL also served as a community of support for women working within the labor movement, where they were often unwelcome and barely tolerated by the male national and local officers. The women formed friendships, often across class lines, as working-class immigrant women and wealthier, educated women worked together for both union victories and legislative reforms. Many of the twentieth centurys best-known women reformers were connected in some way with the WTUL: Jane Addams, Mary McDowell, Lillian Wald, and Eleanor Roosevelt among them. WTUL Beginnings A 1902 boycott in New York, where women, mostly housewives, boycotted kosher butchers over the price of kosher beef, caught the attention of William English Walling. Walling, a wealthy Kentucky native living at the University Settlement in New York, thought of a British organization he knew a bit about: the Womens Trade Union League. He went to England to study this organization to see how it might translate to America. This British group had been founded in 1873 by Emma Ann Patterson, a suffrage worker who was also interested in issues of labor. She had been, in her turn, inspired by stories of American womens unions, specifically the New York Parasol and Umbrella Makers Union and the Womens Typographical Union. Walling studied the group as it had evolved by 1902-03 into an effective organization that brought together middle-class and wealthy women with working-class women to fight for improved working conditions by supporting union organizing. Walling returned to America and, with Mary Kenney OSullivan, laid the groundwork for a similar American organization. In 1903, OSullivan announced the formation of the Womens National Trade Union League, at the annual convention of the American Federation of Labor. In November, the founding meeting in Boston included the citys settlement house workers and AFL representatives. A slightly larger meeting, November 19, 1903, included labor delegates, all but one of whom were men, representatives from the Womens Educational and Industrial Union, who were mostly women, and settlement house workers, mostly women. Mary Morton Kehew was elected the first president, Jane Addams the first vice-president, and Mary Kenney OSullivan the first secretary. Other members of the first executive board included Mary Freitas, a Lowell, Massachusetts, textile mill worker; Ellen Lindstrom, a Chicago union organizer; Mary McDowell, a Chicago settlement house worker and experienced union organizer; Leonora OReilly, a New York settlement house worker who was also a garment union organizer; and Lillian Wald, settlement house worker and organizer of several womens unions in New York City. Local branches were quickly established in Boston, Chicago, and New York, with support from settlement houses in those cities. From the beginning, membership was defined as including women trade unionists, who were to be the majority according to the organizations by-laws, and earnest sympathizers and workers for the cause of trade unionism, who came to be referred to as allies. The intention was that the balance of power and decision-making would always rest with the trade unionists. The organization helped women start unions in many industries and many cities, and also provided relief, publicity, and general assistance for womens unions on strike. In 1904 and 1905, the organization supported strikes in Chicago, Troy, and Fall River. From 1906-1922, the presidency was held by Margaret Dreier Robins, a well-educated reform activist, married in 1905 to Raymond Robins, head of the Northwestern University Settlement in Chicago. In 1907, the organization changed its name to the National Womens Trade Union League (WTUL). WTUL Comes of Age In 1909-1910, the WTUL took a leading role in supporting the Shirtwaist Strike, raising money for relief funds and bail, reviving an ILGWU local, organizing mass meetings and marches, and providing pickets and publicity. Helen Marot, executive secretary of the New York WTUL branch, was the chief leader and organizer of this strike for the WTUL. William English Walling, Mary Dreier, Helen Marot, Mary E. McDowell, Leonora OReilly, and Lillian D. Wald were among the founders in 1909 of the NAACP, and this new organization helped support the Shirtwaist Strike by thwarting an effort of the managers to bring in black strikebreakers. The WTUL continued to expand support of organizing campaigns, investigating working conditions, and aiding women strikers in Iowa, Massachusetts, Missouri, New York, Ohio, and Wisconsin. From 1909 on, the League also worked for the 8-hour day and for minimum wages for women through legislation. The latter of those battles was won in 14 states between 1913 and 1923; the victory was seen by the AFL as a threat to collective bargaining. In 1912, after the Triangle Shirtwaist Company fire, the WTUL was active in the investigation and in promoting legislative changes to prevent future tragedies such as this one. That same year, in the Lawrence Strike by the IWW, the WTUL provided relief to strikers (soup kitchens, financial help) until the United Textile Workers pushed them out of the relief efforts, denying assistance to any strikers who refused to return to work. The WTUL/AFL relationship, always a bit uncomfortable, was further strained by this event, but the WTUL chose to continue to ally itself with the AFL. In the Chicago garment strike, the WTUL had helped to support the women strikers, working with the Chicago Federation of Labor. But the United Garment Workers suddenly called off the strike without consulting these allies, leading to the founding of the Amalgamated Clothing Workers by Sidney Hillman, and a continuing close relationship between the ACW and the League. In 1915, the Chicago Leagues started a school to train women as labor leaders and organizers. In that decade, too, the league began to work actively for woman suffrage, working with the National American Woman Suffrage Association. The League, seeing woman suffrage as a route to gain protective labor legislation benefiting women workers, founded the Wage-Earners League for Woman Suffrage, and WTUL activist, IGLWU organizer and former Triangle Shirtwaist worker Pauline Newman was especially involved in these efforts, as was Rose Schneiderman. It was during these pro-suffrage efforts in 1912, that the phrase Bread and Roses came into use to symbolize the dual goals of reform efforts: basic economic rights and security, but also dignity and hope for a good life. WTUL World War I - 1950 During World War I, the employment of women in the U.S. increased to nearly ten million. The WTUL worked with the Women in Industry Division of the Department of Labor to improve working conditions for women, in order to promote more female employment. After the war, returning vets displaced women in many of the jobs theyd filled. AFL unions often moved to exclude women from the workplace and from unions, another strain in the AFL/WTUL alliance. In the 1920s, the League began summer schools to train organizers and women workers at Bryn Mawr College, Barnard College, and Vineyard Shore. Fannia Cohn, involved in the WTUL since she took a labor education class with the organization in 1914, became Director of the ILGWU Educational Department, beginning decades of service to working womens needs and decades of struggling within the union for understanding and support of womens needs. Rose Schneiderman became president of the WTUL in 1926, and served in that role until 1950. During the Depression, the AFL emphasized employment for men. Twenty-four states enacted legislation to prevent married women from working in public service, and in 1932, the federal government required one spouse to resign if both worked for the government. Private industry was no better: for instance, in 1931, New England Telephone and Telegraph and Northern Pacific laid off all women workers. When Franklin Delano Roosevelt was elected president, the new first lady, Eleanor Roosevelt, a long-time WTUL member and fund-raiser, used her friendship and connections with the WTUL leaders to bring many of them into active support of New Deal Programs. Rose Schneiderman became a friend and frequent associate of the Roosevelts, and helped advise on major legislation like Social Security and the Fair Labor Standards Act. The WTUL continued its uneasy association mainly with the AFL, ignored the new industrial unions in the CIO, and focused more on legislation and investigation in its later years. The organization dissolved in 1950. Text  Ã‚ © Jone Johnson Lewis WTUL - Research Resources Sources consulted for this series include: Bernikow, Louise. The American Womens Almanac: An Inspiring and Irreverent Womens History. 1997. ( compare prices) Cullen-Dupont, Kathryn. The Encyclopedia of Womens History in America. 1996. 1996. (compare prices) Eisner, Benita, editor. The Lowell Offering: Writings by New England Mill Women (1840-1845). 1997. ( compare prices ) Flexner, Eleanor. Century of Struggle: the Womens Rights Movement in the United States. 1959, 1976. ( compare prices) Foner, Philip S. Women and the American Labor Movement: From Colonial Times to the Eve of World War I. 1979. ( compare prices) Orleck, Annelise. Common Sense and a Little Fire: Women and Working-Class Politics in the United States, 1900-1965. 1995. ( compare prices) Schneider, Dorothy and Carl J. Schneider. The ABC-CLIO Companion to Women in the Workplace. 1993. ( compare prices)

The Ransom of Atahualpa

The Ransom of Atahualpa On November 16, 1532, Atahualpa, Lord of the Inca Empire, agreed to meet with a handful of bedraggled foreigners who had intruded upon his realm. These foreigners were some 160 Spanish conquistadors under the command of Francisco Pizarro and they treacherously attacked and captured the young Inca Emperor. Atahualpa offered to bring his captors a fortune in ransom and he did so: the amount of treasure was staggering. The Spanish, nervous about reports of Inca generals in the area, executed Atahualpa anyway in 1533. Atahualpa and Pizarro Francisco Pizarro and his band of Spaniards had been exploring the western coast of South America for two years: they were following reports of a powerful, wealthy empire high in the frosty Andes Mountains. They moved inland and made their way to the town of Cajamarca in November of 1532. They were fortunate: Atahualpa, Emperor of the Inca was there. He had just defeated his brother Huscar in a civil war over who would rule the kingdom. When a band of 160 foreigners showed up on his doorstep, Atahualpa was not afraid: he was surrounded by an army of thousands of men, most of them war veterans, who were fiercely loyal to him. The Battle of Cajamarca The Spanish conquistadors were aware of Atahualpas massive army - just as they were aware of the massive quantities of gold and silver carried by Atahualpa and the Inca nobles. In Mexico, Hernn Cortes had found riches by capturing Aztec Emperor Montezuma: Pizarro decided to try the same tactic. He hid his cavalrymen and artillerymen around the square in Cajamarca. Pizarro sent Father Vicente de Valverde to meet the Inca: the friar showed the Inca a breviary. The Inca glanced through it and, unimpressed, threw it down. The Spanish used this supposed sacrilege as an excuse to attack. Suddenly the square was filled with heavily armed Spaniards on foot and horseback, massacring native nobility and warriors to the thunder of cannon fire. Atahualpa Captive Atahualpa was captured and thousands of his men were murdered. Among the dead were civilians, soldiers and important members of the Inca aristocracy. The Spanish, practically invulnerable in their heavy steel armor, did not suffer a single casualty. The horsemen proved particularly effective, running down terrified natives as they fled the carnage. Atahualpa was placed under heavy guard in the Temple of the Sun, where he finally met Pizarro. The Emperor was allowed to speak with some of his subjects, but every word was translated for the Spanish by a native interpreter. Atahualpa’s Ransom It didn’t take long for Atahualpa to realize that the Spanish were there for gold and silver: the Spanish had wasted no time in looting corpses and the temples of Cajamarca. Atahualpa was made to understand that he would be freed if he paid enough. He offered to fill a room with gold and then twice over with silver. The room was 22 feet long by 17 feet wide (6.7 meters by 5.17 meters) and the Emperor offered to fill it to a height of about 8 feet (2.45m). The Spanish were stunned and quickly accepted the offer, even instructing a notary to make it official. Atahualpa sent out word to bring gold and silver to Cajamarca and before long, native porters were bringing a fortune to the town from all corners of the empire and laying it at the feet of the invaders. The Empire in Turmoil Meanwhile, the Inca Empire was thrown into turmoil by the capture of their Emperor. To the Inca, the Emperor was semi-divine and no one dared risk an attack to rescue him. Atahualpa had recently defeated his brother, Huscar, in a civil war over the throne. Huascar was alive but captive: Atahualpa feared he would escape and rise again because Atahualpa was a prisoner, so he ordered Huascars death. Atahualpa had three massive armies in the field under his top generals: Quisquis, Chalcuchima and Rumià ±ahui. These generals were aware that Atahualpa had been captured and decided against an attack. Chalcuchima was eventually tricked and captured by Hernando Pizarro, whereas the other two generals would fight against the Spanish in the months that followed. The Death of Atahualpa In early 1533, rumors began flying around the Spanish camp about Rumià ±ahui, greatest of the Inca generals. None of the Spaniards knew exactly where Rumià ±ahui was and they greatly feared the massive army he led. According to the rumors, Rumià ±ahui had decided to free the Inca and was moving into position to attack. Pizarro sent out riders in every direction. These men found no sign of a large army, but still the rumors persisted. Panicked, the Spanish decided that Atahualpa had become a liability. They hastily tried him for treason – for allegedly telling Rumià ±ahui to rebel – and found him guilty. Atahualpa, last free Emperor of the Inca, was executed by garrote on July 26, 1533. The Inca’s Treasure Atahualpa had kept his promise and filled the room with gold and silver. The treasure brought to Cajamarca was staggering. Priceless works of art in gold, silver and ceramic were brought, along with tons of precious metals in jewelry and temple decorations. Greedy Spaniards smashed priceless objects to pieces so that the room would fill up more slowly. All of this treasure was melted down, forged into 22 karat gold and counted. Atahualpa’s ransom added up to over 13,000 pounds of gold and twice that much silver. After the â€Å"royal fifth† was taken out (the King of Spain imposed a 20% tax on conquest loot), this treasure was divided up among the original 160 men according to a complicated arrangement involving footmen, horsemen and officers. The lowliest of the soldiers received 45 pounds of gold and 90 pounds of silver: at today’s rate the gold alone is worth over a half million dollars. Francisco Pizarro received roughly 14 times the amount of a common soldie r, plus substantial â€Å"gifts† such as Atahualpa’s throne, which was made of 15 karat gold and weighed 183 pounds. The Lost Gold of Atahualpa Legend has it that the Spanish conquistadors did not get their greedy hands on all of Atahualpa’s ransom. Some people believe, based on somewhat sketchy historical documents, that a group of natives was on its way to Cajamarca with a load of Inca gold and silver for Atahualpa’s ransom when they received word that the Emperor had been murdered. The Inca general in charge of transporting the treasure decided to hide it and left it in an unmarked cave in the mountains. Supposedly it was found 50 years later by a Spaniard named Valverde, but then was lost again until an adventurer named Barth Blake found it in 1886: he later died suspiciously. No one has seen it since. Is there a lost Inca treasure in the Andes, the final installment of Atahualpa’s Ransom? Source    Hemming, John. The Conquest of the Inca London: Pan Books, 2004 (original 1970).

Cross Cultural Cummunication Movie Review Example | Topics and Well Written Essays - 1750 words

Cross Cultural Cummunication - Movie Review Example Hence, it would not be wrong to say that culture happens to be an integral aspect of the vantage point from which a person views, interprets and understands the world. An individual shapes one’s roles and relationships in a social setup in the light of the dominant cultural influences that one subscribes to. Even, in the current times when the world is getting diverse, it is astonishing to acknowledge that it is quiet impossible to separate a person from the culture in which one is born and brought up (Irvine 64). Therefore, culture is the lens through which an individual perceives the things and ideas. Yet, the thing is that the relationship between an individual and the culture one owes loyalty to happens to be quiet confusing. If on the one side the culture helps a person to adapt to the society in which one is born, on the other side it really makes it difficult to adapt to and adjust to the societies which have a different culture. Hence, in a way an individual happens to be both the beneficiary as well as the victim of culture. In the light of these facts the video under consideration does present many relevant and practical ideas regarding culture, how the varied cultures tend to differ from one another and as to what can people do to adjust to cultures that are different and foreign. The message conveyed by the video that in the current times when the varied cultures could not help being influenced by each other owing to the globalized trading of goods and services, influence of technologies like the internet and the ease of travel made possible by air travel, culture still continues to play a vital role in the human interactions, is indeed true and important. People do feel proud of the culture in which they are born and really appreciate if the individuals from other cultures do recognize their cultural peculiarities and traits (Allen 4). In the light of this fact the definition of culture given by this video that culture is, â€Å"A pattern o f learned and shared human behavior embodied in thought, speech and action transmitted to succeeding generations through the usage of tools, language and abstract thought† is indeed true and relevant. It is indeed an undeniable fact that the relationship between an individual and one’s culture happens to be complex in the sense that it is very ancient, unavoidable and to a large extent necessary to help a person adjust and adapt to the society in which one is born. One simply cannot deny one’s culture. The best option is always to accept and understand the culture in which one is born. This goes a long way in advancing a person’s understanding of other cultures as well. The further information conveyed by the video as to the associated important aspects of a culture that are values, attitudes and beliefs indeed goes a long way in enabling an individual understand as to what culture actually is and what does it practically involve. As per the video, values do represent the actual conscience of a particular culture and are an important guiding influence as to how the people in a culture think and behave. Attitudes affiliate to the emotional makeup of a particular culture and determine as to how people in a specific culture think about and react to particular people, places or things. Beliefs associate with the

Sustainable development practices in civil engineering projects Essay

Sustainable development practices in civil engineering projects - Essay Example Therefore, civil engineers should play a very big role in sustainability since they are responsible for designing and building structures that support the society’s daily lives. [2] Sustainable Development In any professional career, there are a set of code of ethics that guide the practices in that field and thus must always be followed. Almost all countries in the world have these set of ethics and relevant bodies that ensure they are followed. For instance, the American Society of Civil Engineers (ASCE) Code of Ethics in the USA defines how Civil Engineers should be practice professionally. Sustainable development is the pillar of any engineering practice since if it is followed strictly, then other ethical practices will immediately fall in to place. [1] Sustainability can be defined as a way of using a resource in way that it is not depleted permanently. In construction, it can also be referred to as green construction since it is concerned with socio-economic and environ mental impact of creating structures that can be reused. Therefore to ensure sustainability, contractors and engineers are required to design and build structures that will not cause long-term damage to the environment. Sustainable structures are supposed to energy efficient, ensure health safety of people living in around it and also reduced pollution and waste release. [1] Sustainable Development Practices Civil Engineers play a very important role in sustainable development. A civil engineering project will require the incorporation of a various professionals from various disciplines i.e. geologists, biologists, surrounding community and agencies concerned with the enforcement of the code of ethics. All these groups have interest in the project and are supposed to ensure that the project meets all the sustainability practices and also ensure their interests are not put at risk. It is the responsibility of a civil engineer to combine all the interested disciplines and parties in o rder to produce a design and build a structure that meets the goals of the client. [5] For instance, if a new building structure is to be built in an area that was initially used for crop farming, the surrounding area must be able to continue support crop farming even after the completion of the project. Also, if the area is surrounded by a major water body and is used for recreation, these water body need not to be polluted and recreation has to continue after completion of the project. This therefore requires aspect of sustainability practice. A civil engineer will have the responsibility of determining if the characteristics of the soil, layout of the facility, the drainage of the site and the past usage of the land will support the characteristics of the new facility. The engineer will also determine if the available modes of transport system to the facility are adequate, come up with a design that will take into consideration both the aquatic habitat, flora and fauna and design the structure in a way that it has minimal environmental impact to the people living in the surrounding. The design of this facility should also meet the set code of ethics standard. Therefore for such a successful evaluation, an engineer must have an understanding and knowledge of these multiple disciplines and this is brought out by the concept of sustainable devel